Access and Opportunity Investigating the roles of VET and University - - PowerPoint PPT Presentation

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Access and Opportunity Investigating the roles of VET and University - - PowerPoint PPT Presentation

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Access and Opportunity Investigating the roles of VET and University in Australias post -compulsory education system September 2018 Prepared for the Monash Commission The VET sector is responsible for 74% of domestic post-compulsory

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SLIDE 1

Investigating the roles of VET and University in Australia’s post-compulsory education system

September 2018

Access and Opportunity

Prepared for the Monash Commission

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SLIDE 2

The VET sector is responsible for 74% of domestic post-compulsory education program enrolments

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 2

Source: Universities Australia and NCVER Note: Includes both commencing and returning enrolments. Where a single student has enrolled in two VET courses in one year, they are counted as one student. Statements of Attainment have been omitted.

2016 domestic program enrolments by course type

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SLIDE 3

There is constrained supply of AQF level 6 places, leading to a discontinuity in the levels of education available

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 3

Associate degrees and advanced diplomas offer pathways between VET-level and university-level study, and are therefore essential for social mobility, but are still constrained by capped places. It is possible that this constraint has led to the

  • bserved discontinuity in the distribution of

enrolments across all AQF levels. Students may be forced into an inappropriate level

  • f study, such as levels 5 or 7, when level 6 would

best suit their skills and aspirations

Source: Universities Australia and NCVER Note: Includes both commencing and returning enrolments

Domestic program enrolments by course type

Certificate I Certificate II Certificate III Certificate IV Diploma Advanced Diploma, Associate Degree Bachelor degree Bachelor Honours Degree, Graduate Certificate, Graduate Diploma Masters Degree Doctoral Degree
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SLIDE 4

2 4 6 8 10 12 14 16 18 20 16 and under 17 18 19 20 21 22 23 24 25 26 27 28 29 30 to 39 40 to 49 50 to 59 60 and

  • ver

Proportion of total commencing students within Uni or VET (%) Student Enrolment Age

Commencing student age distribution for Uni and VET

University has a higher share

  • f younger students

VET students are older

  • n average

The VET sector takes in relatively more mature-age students than universities

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 4

Source: NCVER (2016) and Department of Education (2016)

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SLIDE 5

Participation in publicly funded VET education among school leavers has declined in line with deregulation of the sector

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 5

Source: NCVER and DET VET FEE-HELP was introduced in 2007 for Diploma or higher and priority Certificate IV courses Deregulation of VET and demand-driven university funding

What drove the fall in publicly funded Certificate-level courses? Was it predominantly a change in supply or demand? Commencing domestic enrolments by course type

17-20 year olds, publicly funded courses only

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SLIDE 6

The recent decline in VET among school-leavers has been felt most by TAFE providers and in school-based programs

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 6

Source: NCVER

TAFE and school-based courses have been most adversely affected

2014 | 2017

Although places at private training providers have fallen, they have gone up as a share of the total

Commencing domestic VET enrolments by provider type 2014-2017

17-20 year olds, total VET activity

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SLIDE 7

VET has a higher proportion of low SES domestic students compared to universities

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 7

18%

  • f the university student

population were

low SES

versus

41%

  • f VET students

who were classified as

disadvantaged1

In 2016

Source: Department of Education and Training and NCVER

1 Classified as high or extreme disadvantage by SEIFA status
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SLIDE 8

VET institutions enrol a higher share of domestic regional and remote students and those with a non-English speaking background (2016)

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 8

36% 20%

compared to

  • f university enrolments

Regional and remote students account for

  • f VET enrolments

20% 4%

  • f VET

students are from a

non-English speaking background

versus

  • f university

students

Source: Department of Education and NCVER

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SLIDE 9

Most new VET students are upskilling rather than entering the labour force: they already employed and hold post-secondary qualifications

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 9

Surveyed VET students by prior employment status

Source: National Student Outcomes Survey 2017

Education level of surveyed VET students

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SLIDE 10

75% 10% 11% 4% 63% 26% 10% 1% Year 12 or lower VET Bachelor or higher Other education

Highest prior educational attainment

Highest educational attainment of commencing domestic VET students and university undergraduates in 2016

University Undergraduates VET Students

Commencing university undergraduates with incomplete VET or higher education qualifications are counted as Year 12 or lower. VET students with unknown prior education level excluded.

Domestic VET students are more likely to have post-secondary qualifications than university graduates

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 10

Source: Universities Australia and NCVER

  • f undergraduates

commencing in 2016 came via a VET pathway

10%

Notably, only

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SLIDE 11 78% 79% 80% 81% 82% 83% 84% 85% 86% 2009 2010 2011 2012 2013 2014 2015 2016

Passing rates: VET and University

University subject pass rate VET subject pass rate

Pass rates are similar for VET and university, despite lower program completion rates among VET students

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 11

Source: Department of Education and NCVER

Of domestic students who enrolled in 2012

39.7%

  • f VET students

completed their program

44.2%

  • f university students

had completed within four years and of those who enrolled in 2010

66.0%

  • f university students

had completed within six years

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SLIDE 12

VET students are more likely to drop out due to work-related reasons, while university students are more likely to report an expectations gap

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 12

Source: Andrew Harvey and Giovanna Szalkowicz (2015), From departure to arrival: Re-engaging students who have withdrawn from university Source: National Student Outcomes Survey (2017)

University VET

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SLIDE 13

University graduates are more likely to be in full-time work, but less likely to report their qualification was important to their work

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 13

University VET

56.6% 26.4% 17.1% 53.1% 29.5% 17.4%

Full-time Part-time Unemployed

Source: Graduate Outcomes Survey (2017) and National Student Outcomes Survey (2017) Note: Employment rates are taken from the year after graduation

University graduates employed: VET graduates employed:

Training not relevant | Training relevant | In same occupation as training course Not at all important | Not that important | Important | Fairly important | Very important

Relevance of qualification to work Share of graduates by employment status

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SLIDE 14

Student preferences are not changing dramatically for the majority of fields. The

  • ffer to application ratios have also been relatively steady.

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 14

Source: Department of Education and Training

University applications by field – UG Domestic University offer-to-application ratio (2016)

High chance of offer Low chance of offer

Society and culture Management and commerce
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SLIDE 15 10,000 20,000 30,000 40,000 50,000 60,000 2001 2003 2005 2007 2009 2011 2013 2015

Domestic student completions by field of study

Health Natural and physical sciences Engineering and related technologies Society and culture Management and commerce Education Creative arts Agriculture IT Architecture/building

0% 20% 40% 60% 80% 100% Creative arts Science and mathematics Psychology Communications Humanities, culture and social sciences Tourism, hospitality, personal services, … Agriculture and environmental studies Social work Health services and support Computing and information systems Law and paralegal studies Architecture and built environment Business and management Nursing Engineering Veterinary science Teacher education Rehabilitation Dentistry Pharmacy Medicine

Percentage of university bachelor-level graduates in full-time employment

In line with policy priorities, STEM completions have increased 2.78% p.a.

  • ver 2001-2016, but outcomes have lagged in science and maths

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 15

Science and mathematics graduates have the second worst full- time employment rate

  • f 59% in 2017

Health fields have the best employment

  • utcomes, though

nursing outcomes are more moderate Source: Department of Education uCube Source: Graduate Outcomes Survey (2017)

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SLIDE 16

Graduate employment outcomes are still better in Australia compared to

  • ur international peers

STRATEGIC INTELLIGENCE AND INSIGHTS UNIT 16

Source: QS Graduate Employability Rankings, 2018 Top 200 ranked institutions. Source data must be from an official government report, official university report, or supplied to QS as part of a complete list of graduates from the past complete academic year with their respective employers and date of employment

QS Graduate employment outcomes by country